Format: This course will combine lectures and discussions with occasional films. Students are expected to come to class with the required assignment for the day already done and ready to talk!  Active participation is the most important part of the course.

Writing Requirements: There will be two short Internet exercises, two 5-page essays and a take-home final exam. The first essay will be a book review of Making a New Deal: summarizing the book=s major argument and assessing its chief strengths and weaknesses. The other essay will compare Stories of Scottsboro and Snow Falling on Cedars. The final take-home exam will consist of essay and short-answer questions that integrate major themes from the course as a whole.

 Lateness Policy: No late assignments will be accepted and no makeup exams will be given. Students who miss deadlines will be given an F for that assignment.

Academic Honesty: If this course is to be a worthwhile educational experience, your work must be original. Plagiarism and other forms of cheating are extremely serious infractions and will not be permitted. Students who are uncertain about exactly how to cite published, electronic, or other sources should feel free to consult with the instructor. There will be a brief essay-writing tutorial during class time before the first essay is due.

Accommodations: If you have a documented disability and anticipate needing accommodations in this course, please arrange to see me soon and request that Disability Services send a letter verifying your disability

Grading:

	attendance and participation: 25%
	two five-page papers and Internet assignments: 50%
	final exam: 25%

The texts listed below are all required. You can purchase them at the University Bookstore. You can also find them on reserve at Knight Library.

	Lizabeth Cohen, Making a New Deal: Industrial Workers in Chicago, 1919-1939 (Cambridge University Press, 1990)..
	James Goodman, Stories of Scottsboro (Random House, 1995).
	David Guterson, Snow Falling on Cedars (Random House, 1998).
	John Dower, War Without Mercy (Pantheon, 1986).
	course packet [noted below as CP]

Tuesday, September 28: Introduction

Thursday, September 30: The Past in the Present

	Race, Gender, and the Making of the Welfare State
	Linda Gordon, “How 'Welfare’ Became a Dirty Word,” The Chronicle of Higher Education 40 (July 20, 1994):B1-2. [CP]
	Jason DeParle, “Getting Opal Caples to Work,” New York Times Magazine (August 24, 1997):33-37, 47, 54, 59-61. [CP]
	Warfare and National Identity:
	Paul Boyer, “The Bomb and the 'Good War’,” Chronicle of Higher Education 41 (August 4, 1995):A36. [CP]
	Ronald Roach, “Doing What Had to Be Done: The Integrated Military Seen as Model for Society,” Black Issues in Higher Education 14 (August 21, 1997):18. [CP]
	Charles Moskos, “From Citizen’s Army to Social Laboratory,” The Wilson Quarterly 17 (winter 1993):83. [CP]
	Betty Jean Craige, “Multiculturalism and the Vietnam Syndrome,” Chronicle of Higher Education 40 (January 12, 1994): B3. [CP]
	Consumption as a Cultural Force:
	Daniel Boorstin, “Welcome to the Consumption Community,” in The Decline of Radicalism: Reflections on America Today (New York: Random House, 1969), 20-39. [CP]
	Juliet Schor, “We Want What We Cannot Afford,” Boston Globe (May 17, 1998):E1. [CP]

Tuesday, October 5: Experiencing the Depression: Rural Workers

	Internet assignment comparing different types of historical sources:
	1. Go to the web site: Every Picture Tells A Story: Documentary Photography and the Great Depression:
	http://chnm.gmu.edu/fsa/
	2. Read the text and do the short exercise.
	3. Now, go to the web site, American Life Histories: Manuscripts from the Federal Writers’ Project, 1936-1940:
	http://memory.loc.gov/ammem/wpaintro/wpahome.html
	4. Search by keyword for the following document: “Mountain Sharecroppers.” (The one you want is 15,780 bytes.)
	5. After reading this short document, write a single, concise paragraph comparing this prose description with the documentary photographs you have just seen. Reflect on the distinctive characteristics of these sources. Do you think they tell us similar or different stories about the hard times endured by rural Americans  Do you think the writers and photographers who did this work were trying to accomplish similar or different goals
	These paragraphs will be collected in class.

Thursday, October 7: Experiencing the Depression: Urban Workers

	Making a New Deal, introduction, chaps. 1, 5.
	film: “Modern Times”

Tuesday, October 12: Moral Capitalism: State Formation From the Bottom Up

Making a New Deal, chap. 6.

Thursday, October 14: The Regulatory State as an Elite Accomplishment

Making a New Deal, chap. 7.

Tuesday, October 19: Class, Ethnicity, and the New Culture of Consumption

	In-class essay writing tutorial and discussion of outlines for essay #1
	Making a New Deal, chap. 3.

Thursday, October 21: Commercial Culture as Common Ground

	Making a New Deal, chap. 8.
	film clips: the Disney golden years

Tuesday, October 26: What Was Left Out of the Welfare State

	Essay #1 due
	Nancy Fraser and Linda Gordon, AA Genealogy of Dependency: Tracing a Keyword of the U.S. Welfare State,” Signs 19 (Winter 1994):309-336. [CP]
	begin reading Stories of Scottsboro, part 1

Thursday, October 28: The Scottsboro Case

	finish reading Stories of Scottsboro, part 1
	Check out the following web site: http://www.law.umkc.edu/faculty/projects/ftrials/scottsboro/scottsb.htm

Tuesday, November 2: Race and Radicalism

 Stories of Scottsboro, part 2.

Thursday, November 4: Narrative as History and Literature

 finish Stories of Scottsboro, part 2

 begin Snow Falling on Cedars

Tuesday November 9: Mobilization

continue reading Snow Falling on Cedars

Thursday, November 11: The Wartime Experience of Japanese-Americans

	continue reading Snow Falling on Cedars
	Internet assignment: Go to the site called the Japanese American Exhibit:
	http://www.lib.washington.edu/exhibits/harmony/
	Under the Camp Harmony Exhibit, go to Bainbridge Island. Read the text and look at the photographs. Write a single, concise paragraph comparing what you find there to the description of the evacuation on San Piedro in Snow Falling on Cedars.
	These paragraphs will be collected in class.

Tuesday, November 16: Racial Geopolitics

	War Without Mercy, chapters 1-3.
	Sigmund Freud, "Why War,” in Collected Papers, vol. 5, ed. James Strachey (New York: Basic Books, 1959), 273-287. [CP]
	film clips: wartime depictions of the enemy

Thursday, November 18: A Democratic People at War: Propaganda and Morale

	War Without Mercy, chapters 4, 7-8, 10-11.
	film: Why We Fight:"A Prelude to War”

Tuesday, November 23: The New Deal at War’s End

	Essay #2 due
	Alan Brinkley, “Legacies of World War II,” in Liberalism and Its Discontents (Cambridge: Harvard University Press, 1998), 94-110. [CP]
	Thomas J. Sugrue, “Crabgrass-Roots Politics: Race, Rights, and the Reaction against Liberalism in the Urban North, 1940-1964,” Journal of American History 82 (September 1995):551-578. [CP]

Thursday, November 25: THANKSGIVING HOLIDAY

Tuesday November 30: The Dawn of the Cold War and the Birth of the National Security State

	Richard J. Barnet, “Clearer Than Truth,” in The Rockets’ Red Glare: When America Goes to War (New York: Simon and Schuster, 1990), 249-284. [CP]
	George F. Kennan, “The Sources of Soviet Conduct,” in American Diplomacy, expanded ed. (Chicago: University of Chicago Press, 1984), 107-128. [CP]

Thursday December 2: Hiroshima, Nuclear Power, and Nuclear Culture

	Marilyn B. Young, “Dangerous History: Vietnam and the 'Good War’ in Edward T. Linenthal and Tom Engelhardt, eds., History Wars: The Enola Gay and Other Battles for the American Past (New York: Henry Holt), 199-209. [CP]
	Stephen B. Ambrose, “The Atomic Bomb and Its Consequences,” in Americans at War (Jackson: University Press of Mississippi), 99-106. [CP]
	Paul Loeb, Nuclear Culture: Living and Working in the World’s Largest Atomic Complex (Philadelphia: New Society Publishers, 1986), 11-74. [CP]
	film: “Atomic Café”
	final exam, to be handed out in class, due December 9